Curriculum Policy

The School Vision

To support the development of a truly outstanding, creative and inclusive
community at Manor Green Primary School we will:

Learn, Laugh and Achieve together

Our moral purpose:

Every child is unique and will have the opportunity to succeed in their community and take a lead in their own life

Our core values:

  • Respect and value
  • Unlock potential
  • Inspire a love of learning
  • Equality and inclusion for all

 The National context:

  • 2.1 ‘Every state-funded school must offer a curriculum which is balanced and broadly based and which:
    - Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and
    - Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
  • 2.2. The school curriculum comprises all learning and other experiences that each school plans for its pupils.
    The national curriculum forms one part of the school curriculum.
  • 2.3 All state schools are also required to make provision for a daily act of collective worship and must teach RE to pupils at every key stage
  • 2.4 Maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online.
  • 2.5 All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are free to include other subjects or topics of their choice in planning and designing their own programme of education.

Manor Green is a special need primary school with 217 pupils that caters for children aged 2 to 11. Our children are organised into 14 classes that range from generic year groups to specialist provisions for ASC, SLD or PMLD.

In all of our classes we recognise the importance and value of providing a curriculum which is:

  • Broad, balanced and develops the knowledge and skills of pupils as appropriate to their age and stage of development
  • Prepares pupils for future life
  • Promotes spiritual, moral, cultural, mental and physical development of pupils

The National Curriculum forms part of the whole school curriculum. The National Curriculum Programmes of study for each subject are followed where they are relevant and accessible. However, the suggested Programs of studies may be implemented to different Key stages due to the needs of our pupils. Some sections of the National Curriculum are not accessible to the pupils attending Manor Green Primary School.

The whole curriculum at Manor Green includes a much broader offer for pupils in terms of supporting and developing our pupils in areas of attention and communication, physical development, self-care and independence and specific therapy the pupils may need.

Our Curriculum

At Manor Green we have three curriculums

  • Pre-Formal curriculum
  • Semi-formal curriculum
  • Formal curriculum.

These Curriculums take into account pupils’ learning needs and stages of development; pupils may therefore move from one level to the next at any point in their school career. Our curriculum is based on two factors: communication and cognition. These are the fundamental structure underpinning the pre-formal, semi-formal and formal curriculum.

Using the SEND code of Practice, Local and National guidance to inform our curriculum structure, our 3 curriculums enable personalisation and equitable delivery of learning for all children regardless of need.

Social, Moral, Spiritual and Cultural Curriculum and British Values

At Manor Green Primary, we recognise that social, moral, spiritual and cultural development is central to the education of all pupils and permeates through the whole curriculum and ethos of the school. It is reflected in the behaviours and interactions of individuals and also throughout the provision of teaching, resources and learning environments.

We promote ‘British Values’ through our spiritual, moral, social and cultural education and is a fundamental aspect of our school’s curriculum to support the development of the ‘whole child’.

We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.

See SMSC and SMEH Policy for further information

Early Years Foundation Stage (EYFS)

The curriculum for the youngest children in the school is based on the Early Years Foundation Stage statutory framework and the Bold Beginnings frame work.

There are three prime areas of learning:

  • communication and language
  • physical development
  • personal, social and emotional development

and four ‘specific areas of learning’:

  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

Children transitioning from the EYFS to a year 1 class will follow a play-based approach to learning around the core areas of the curriculum (English, Maths, Science, Computing and PSHE) throughout the Autumn Term.  We believe this is central to supporting positive and successful transitions to the next step in every child’s school career. Structured teaching and learning opportunities will be built in to the day as appropriate. By the Spring and Summer term, children in a year 1 class will be expected to access the curriculum following the formal 3-part learning model.

Pre-formal Curriculum

Our pre-formal curriculum is for children with profound, multiple or complex special educational needs and disabilities. All activities and interactions throughout the school day are structured around a highly individual and personalised timetable which is child led and tailored to the child’s needs and interests.

The pre-formal curriculum focuses on three key areas as outlined below:

  1. Communication, Cognition and Interaction
  2. Social, Emotional and Building Relationships
  3. Sensory and Physical including therapies

These key areas are taught as part of a thematic three-year cycle approach to the curriculum. This is structured around repeated routines which help develop understanding, engagement and anticipation.

Semi-formal Curriculum

Our Semi-formal curriculum is for children with ASC, Complex needs and SLD. Our semi-formal curriculum also follows a Thematic Long Term Planner very similar to our Formal Curriculum. However, our focus is very child led and leans heavily on the need for personalised learning. Our Semi-formal long term planners have been divided into essential learning and desirable learning.

At our Semi-formal stage our pupils are supported to learn and generalise key skills. Personalised Learning and PSHE targets allow pupils to work on the skills they need to become as independent as possible. Pupils at Manor Green are supported in all areas of personal development and are given sufficient time to learn to become as independent as possible.

Formal curriculum

Our Formal Curriculum is for children working in our generic classes. The Formal Curriculum follows a 2 year plan, which includes 6 terms of thematic, inspiring and creative learning journeys. The National Curriculum Statutory Programmes of study for each subject are highly adapted and carefully differentiated to enable full access and positive learning outcomes.

The formal curriculum stage is broader than the requirements of the National Curriculum as teaching also focuses on pupils’ personalised needs and targets.  We prioritise the need to challenge pupils to become independent learners and
use structured multi-sensory teaching to deliver this vision.   Our Formal Curriculum therefore also covers the development of attention and communication, physical development, self-care and independence and any targeted therapy that the pupil may need.